A “Sotra Environment”: How Hearing Bedouin Mothers of Children with Hearing Loss Perceive the Education System

Alhuzail, Nuzha Allassad; Levinger, Miriam

doi:10.17955/tvr.118.1.2.792

Cited by 4 publications

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“…The lack of communication at the school level prevented parents from taking part in school events. Therefore, they were unable to stay informed about their child’s education ( 48 , 63 ). Bilingual parents of CWD with less cultural competence are more likely to have communication problems.…”

Section: Resultsmentioning

confidence: 99%

“…The stigma, misconceptions, and discrimination associated with CWD can discourage individuals from socializing ( 5 ). Nineteen studies documented the negative attitudes toward and beliefs concerning CWD ( 46 , 48 – 50 , 52 , 55 , 60 , 61 , 65 , 66 , 64 , 74 , 81 , 71 , 83 , 84 , 97 , 90 , 94 ).…”

Section: Resultsmentioning

confidence: 99%

“…Parents’ perspectives : In Israel, in a Bedouin community, naming schools for CWD according to them specific impairments, such as autistic schools for children with autism, is an example of the stigma associated with the education of CWD ( 48 ). Parents complained about the community’s negative view of impairment, stating that it is either viewed as a curse, as punishment for the family, or as something worthy of sympathy ( 48 , 61 , 83 , 94 ). In response to these kinds of negative perceptions, families have expressed concern that their CWD may be exposed to violence from community members ( 48 ).…”

Section: Resultsmentioning

confidence: 99%

“…Parents complained about the community’s negative view of impairment, stating that it is either viewed as a curse, as punishment for the family, or as something worthy of sympathy ( 48 , 61 , 83 , 94 ). In response to these kinds of negative perceptions, families have expressed concern that their CWD may be exposed to violence from community members ( 48 ). As parents have noted, some teachers also have negative views toward CWD, as demonstrated by their unwillingness to adapt their teaching methods to suit their needs ( 66 , 71 , 90 ).…”

Section: Resultsmentioning

confidence: 99%

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Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Bani Odeh,

Lach

2024

Front. Public Health

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BackgroundInclusionary ideals regarding the education of children with disabilities (CWD) are articulated in various international human rights treaties and instruments such as the United Nations Convention on the Rights (2006), the Salamanca Statement (1994), and the 2030 agenda of the UN’s Sustainable Development Goals (SDGs). In the latter, the fourth goal explicitly focuses on the removal of barriers to education and supporting access to quality, equity, and inclusion for people with disabilities. Although data regarding access to education among CWD remains scarce, it is well known that rates of their participation in education remain low, particularly among those in LMICs. The research question of this descriptive review is what are the barriers to and facilitators of education for children with disabilities worldwide aged between 6 and 18 years old?MethodsA descriptive review of literature published in English between 2013 and 2021 was conducted following the Joanna Briggs Institute (JBI) guidelines for a scoping review using the following databases: EBSCO, SocINDEX with full text (EBSCO), and ERIC (EBSCO). The search resulted in 7,072 titles and abstracts, which were narrowed down to 1,335 papers for full text review. After data extraction, 54 papers were included in the analysis, with 34 being qualitative, 10 quantitative, and 10 mixed-methods studies. The findings on the facilitators and barriers to education for children with disabilities were analyzed using the International Classification of Function, Disability and Health (ICF) and Urie Bronfenbrenner’s Ecological Framework (1979).ResultsOut of the eligible studies included in our research, 40 were conducted in developing countries, while 14 studies conducted on LMICs. Of the five environmental domains in the ICF, the most significant barriers were found to be that of attitudes and services, while technology and effective communication with school staff were found to play a crucial role in facilitating the education process. Applying Bronfenbrenner’s framework, barriers occurred at the micro-system (school level), meso-system (parent and teacher communication), exo-system (services), and macro-system (education policy). Only 3 out of the 54 studies included the voices of CWD.ConclusionDespite documented barriers, facilitators of education for CWD are underexplored, lacking research on their voices. Further investigation is needed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Bani Odeh,

Lach

2024

Front. Public Health

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“…Land expropriation and the reduction of pasture made it difficult to engage in agriculture and herding (Allassad Alhuzail & Levinger, 2018). Today, these seven towns are characterized by poverty, high unemployment, a lack of development, a severe shortage of jobs, and very weak education systems (Yiftachel & Mandelbaum, 2015).…”

Section: The Bedouin Arab Unrecognized Villagesmentioning

confidence: 99%

Being a social worker in the unrecognized villages in Israel

Alhuzail

Mahajne

2020

Journal of Social Work

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Summary This qualitative study presents the experiences of social workers whose clients are the inhabitants of unrecognized Bedouin Arab villages in Israel. Bedouin Arabs are an indigenous people, a minority population residing throughout Israel. Half of those in the south of the country inhabit villages that are not recognized by the authorities. In-depth, semi-structured interviews were conducted over two years by both researchers with 25 social workers, recruited by the snowball method. The interview guidelines included one open-ended question and 10 more-specific questions. Findings The findings provide perspectives on postcolonial social work and social work with indigenous peoples. The social workers report that they are caught between their personal values and professional values, between Israeli law and the institutional aggression against their clients –which greatly limits their ability to fulfil their professional role. They say they are working in a “grey area” in which the policy is unclear. This adds another layer of complexity to their work but also allows for freedom and creativity. The findings point to a lack of suitable intervention programs. Applications Learning about the experience of social workers in conflict areas Learning about the experience of social workers in a clash of values Learning about the significance of unclear policy and its implications for the functioning of social workers in conflict areas.

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Being a deaf Bedouin young woman: suffering in silence

Alhuzail

Levinger

2022

Disability & Society

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A “Sotra Environment”: How Hearing Bedouin Mothers of Children with Hearing Loss Perceive the Education System

Cited by 4 publications

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Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Barriers to, and facilitators of, education for children with disabilities worldwide: a descriptive review

Being a social worker in the unrecognized villages in Israel

Being a deaf Bedouin young woman: suffering in silence

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